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Medical Teacher|July 20, 2022
Capacity for wonder among medical students: Assessment and educational implicationsGail Geller, Seonho Shin, Harry Goldberg, et al.Medical Teacher|April 22, 2022
Virtual class room as a learning format in a family medicine residency program: Lessons learned in PalestineSuha Hamshari, Hina Shahid, Lubna Saudi, et al.Medical Teacher|July 13, 2022
The relationship between medical students' empathy, mental health, and burnout: A cross-sectional studyValerie Carrard, Céline Bourquin, Sylvie Berney, et al.Medical Teacher|July 14, 2022
Twelve tips for introducing very short answer questions (VSAQs) into your medical curriculumLaksha Bala, Rachel J Westacott, Celia Brown, et al.Medical Teacher|June 18, 2019
A meta-analysis for comparing effective teaching in clinical educationPin-Hsiang Huang, Matthew Haywood, Anthony O'Sullivan, et al.Medical Teacher|July 10, 2019
Theory-guided teaching: Implementation of a clinical reasoning curriculum in residentsVerity Schaye, Kinga L Eliasz, Michael Janjigian, et al.Medical Teacher|July 9, 2019
Twelve tips for assessing medical knowledge with open-ended questions: Designing constructed response examinations in medical educationKaren E Hauer, Christy Boscardin, Judith M Brenner, et al.Medical Teacher|October 10, 2019
Realist approach to evaluating an interprofessional education program for medical students in clinical practice at a community hospitalJunji Haruta, Yu YamamotoMedical Teacher|February 24, 2022
Implementation of competence committees during the transition to CBME in Canada: A national fidelity-focused evaluationWarren J Cheung, Natalie Wagner, Jason R Frank, et al.Medical Teacher|January 31, 2022
Tweetorials: Digital scholarship deserving of inclusion in promotion portfoliosAnthony C Breu, Avraham Z CooperPageof 506